A SYSTEMATIC REVIEW OF COLLABORATIVE LEARNING THROUGH VIRTUAL REALITY, AUGMENTED REALITY AND MIXED REALITY

The integration of augmented reality (AR), virtual reality (VR), and mixed reality (MR) in education holds great promise for advancing teaching and learning models that cater to the needs of 21st-century students. AR- and VR-based learning offer efficiency and total immersion, while MR merges the real world with the virtual world for overlapping experiences. However, there is a lack of studies that examine the pedagogical factors and potential benefits of collaborative learning in these environments. This work aims to conduct a systematic literature review to explore the impact of collaborative experiences facilitated by AR, VR, and MR. The rapid systematic review was prepared following the protocols of the PRISMA 2020 declaration in the selection of studies. This review analysed 62 studies centred on collaborative learning through AR, VR or MR, comprising 7 theoretical reviews, 21 experimental studies, and 34 observational studies. The criteria set out in the Guidance for Quality Assessment Tool of the National Heart, Lung, and Blood Institute (NHLBI, 2020) were followed. Technical limitations and a lack of instructional design hinder the usability of virtual reality and augmented reality in education. Real-world sessions and adequate interaction are suggested for monitoring and manipulating virtual content. Integrating MR technologies into higher education can enhance educational practice, but challenges remain. Further research is needed to assess their effectiveness in collaborative learning. By understanding the challenges and opportunities presented by these technologies in teaching scientific subjects, policymakers and educators can develop effective strategies to leverage current trends and foster meaningful educational change.